Application Of Online Educational Resources In Academic Support For Left-behind Children

The academic problems faced by left-behind children in education have always been a challenging issue of national concern.The implementation of the "double reduction" policy has further worsened their academic performance due to limited recreational time,a lack of effective learning opportunities,and poor time management.In recent years,China has introduced a series of community education policies to enhance the education of left-behind children in local communities.However,these support programs mostly have a short-term nature,making it difficult to establish a long-term mechanism.There are several existing problems regarding the application of online educational resources for academic support of left-behind children in the community,including the lack of clear criteria for selecting online educational resources and reference models for their use in supporting the academic needs of left-behind children.Additionally,the roles of volunteers and the community remain unclear.This thesis adopts the action research method in Community T to explore a model for utilizing online educational resources in academic support for left-behind children and to clarify the roles of the community and volunteers,aiming to establish a sustainable long-term mechanism.Firstly,interviews were conducted with volunteers and T community staff involved in community activities to gain insights into the organization of children’s work and the utilization of online educational resources in the community.Secondly,participatory observation and interviews were conducted with left-behind children and their guardians in the T community.Cooperative visits were made with local community organizations to understand the academic and family education situations of left-behind children in the community.Thirdly,in the initial round of action research,volunteers were assigned the tasks of selecting suitable online educational resources and assuming various responsibilities,such as pre-class resource familiarization,resource screening,in-class supervision,checklist completion,post-class Q&A sessions,and consolidation of learned materials.Fourthly,in the subsequent round of action research,online educational resources were integrated into community support and family education support,leading to the implementation of online "smart parent" classes,mixed team games,and knowledge learning activities utilizing a "dualteacher" approach.Finally,the author provides a summary and reflection on the action research work and offers corresponding recommendations.The study findings indicate that the implementation of online educational resources in the academic support of left-behind children in the T community has yielded significant results.The research primarily focused on community-based implementation of online education resources,establishing a government-led,community-university-family collaborative academic support model for left-behind children.The study also proposes principles for selecting online educational resources,highlights the vital role of volunteers,emphasizes the importance of fostering academic interest among left-behind children,and advocates for creating an optimal learning environment.Moreover,it explores innovative approaches to community-based knowledge learning support,promotes academic support for left-behind children,and advocates for making educational topics public,resulting in positive social outcomes.